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Teachers tell board classroom printers, special-ed placements and staff shuffling are hurting instruction
Summary
District teachers and union representatives told the board that the district’s centralized technology changes removed classroom printers and imposed print budgets, hampering instruction. Several speakers also raised equity concerns in special education placements and urged better dyslexia screening and site-based staffing decisions.
Multiple teachers and union representatives used the public-comment period to press the Antioch Unified School District board on operational issues they say are undermining classroom instruction.
Amber Dean, a district employee, described recent district technology actions that removed classroom printers purchased with site funds and then replaced them with district units that teachers said were restricted by quotas. "I can't color copy unless I go through some arduous way to make that happen," Dean said, arguing that printing is a "bare bones basic need" for classroom instruction.
Several teachers and classified staff echoed concerns about lost equipment and about processes that exclude teachers from tough budget decisions. Melissa Holmes Vong, a special-education teacher at Turner Elementary, said staff are often forced to buy supplies personally and urged administrators to tour classrooms with teachers to better understand needs.
Public commenters also criticized special-education placements. In one public comment, Dr. Carl said students with psychiatric needs have been sent to programs without onsite psychiatric services and called for the district to "strip it down and build it back up." Teachers likewise urged routine dyslexia screening, saying the district too often denies the condition and does not assess consistently.
Trustees and administrators acknowledged the reports and encouraged affected staff to raise site-level concerns through principals and the district, while promising follow-up. Superintendent Wayne asked that complaints be escalated to cabinet when needed, and the board said it would seek additional data in follow-up (for example, about dyslexia-screening practices and printer-replacement decisions).
The board did not change policy at the meeting but asked staff to provide clearer communications and to investigate the claims about printer disposal and special-education placement consistency.
